Scoring Divergent Thinking Tests by Computer With a Semantics-Based Algorithm

Divergent thinking (DT) tests are useful for the assessment of creative potentials. This article reports the semantics-based algorithmic (SBA) method for assessing DT. This algorithm is fully automated: Examinees receive DT questions on a computer or mobile device and their ideas are immediately compared with norms and semantic networks. This investigation compared the scores generated by the SBA method with the traditional methods of scoring DT (i.e., fluency, originality, and flexibility). Data were collected from 250 examinees using the “Many Uses Test” of DT. The most important finding involved the flexibility scores from both scoring methods. This was critical because semantic networks are based on conceptual structures, and thus a high SBA score should be highly correlated with the traditional flexibility score from DT tests. Results confirmed this correlation (r = .74). This supports the use of algorithmic scoring of DT. The nearly-immediate computation time required by SBA method may make it the method of choice, especially when it comes to moderate- and large-scale DT assessment investigations. Correlations between SBA scores and GPA were insignificant, providing evidence of the discriminant and construct validity of SBA scores. Limitations of the present study and directions for future research are offered

Reanalysis of Genetic Data and Rethinking Dopamine\u27s Relationship With Creativity

Several genetic analyses of creativity have recently been reported. A key finding is that dopamine might be related to ideational fluency (Runco, Noble, Reiter-Palmon, Acar, Ritchie, & Yurkovich, 2011) or even to creativity per se (Reuter, Roth, Holve, & Hennig, 2006). Previous analyses have ignored an important part of genetic theory, however, namely the likelihood of polygenetic contributions. Many human characteristics are polygenetic

Problem Construction and Creativity: The Role of Ability, Cue Consistency, and Active Processing

Problem construction has been suggested as the first step in creative problem solving, but our understanding of the underlying process is limited. According to a model of problem construction (Mumford, Reiter-Palmon, & Redmond, 1994), problem construction ability, active engagement in problem construction, and the presence of diverse and inconsistent cues influence creative problem solving. To test these hypotheses, 195 undergraduates were asked to solve 6 real-life problems and complete a measure of problem construction ability. Active engagement in problem construction was manipulated by instructions to the participants. Cue consistency was manipulated by the information presented in the problem situation. The quality, originality, and creativity of the solutions were evaluated. Results indicated that problem construction ability was related to higher quality solutions as well as solutions rated as more original. Problem construction ability also interacted with cue consistency such that individuals with high problem construction ability produced solutions of higher quality and originality when faced with inconsistent cues. The implication of these findings to our understanding of creative problem solving and the problem construction process are discussed

The Genetic Basis of Creativity and Ideational Fluency The Genetic Basis of Creativity and Ideational Fluency

Reuter, Roth, Holve, & Hennig (2006) described what they called the first candidate gene for creativity. This study replicated and extended their work for a more careful analysis of five candidate genes: Dopamine Transporter (DAT), Catechol-O-Methyltransferase (COMT), Dopamine Receptor D4 (DRD4), D2 Dopamine Receptor (DRD2), and Tryptophane Hydroxylase (TPH1). Participants were 147 college students who received a battery of tests of creative potential. Multivariate analyses of variance indicated that ideational fluency scores were significantly associated with several genes (DAT, COMT, DRD4, and TPH1). This was apparent in both verbal and figural fluency ideation scores, before and after controlling general intelligence. Yet fluency, alone, is not an adequate measure of creativity, and the index that is by far the most important part of creativity (i.e., originality) had a negligible relationship with the genes under investigation. Hence, in contrast to earlier research, the conclusion offered here is that there is a clear genetic basis for ideational fluency, but that fluency, alone, is not sufficient to predict or guarantee creative performance. Hence, at present, the genetic basis of creativity remains uncertain

Training managerial evaluative and ideational skills in creative problem solving: a causal model

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Entrepreneurship and Creative Professions – A Micro-Level Analysis

It has widely been recognized that creativity plays an immense role not only for arts, sciences, and technology, but also for entrepreneurship, innovation, and thus, economic growth. We analyze the level and the determinants of self-employment in creative professions at the level of individuals. The analysis is based on the representative micro data of the German Socio-Economic Panel (SOEP). The findings suggest that people in creative professions appear more likely to be self-employed and that a high regional share of people in the creative class increases an individual's likelihood of being an entrepreneur. Investigating the determinants of entrepreneurship within the creative class as compared to non-creative professions reveals only some few differences

Teachers' Judgments of Creativity and Social Validation of Divergent Thinking Tests

Although judgments given by teachers, supervisors, and other significant others have been used in the past as predictors of creativity, divergent thinking tests have yet to be socially validated. For this reason a socially valid instrument was developed from teachers' conceptions of creativity and later used to rate the creativity of gifted, talented, and nongifted children ( N = 240). Correlational analyses indicated that this measure was reliable, significantly correlated with divergent thinking tests, and negatively correlated with IQ. It was concluded that (a) the social validation paradigm is applicable to the assessment of creativity, and (b) divergent thinking tests have social validity in terms of teachers' judgments. </jats:p